The percentage of students who experienced homelessness in California rose from 4 percent in 2022–23 to roughly 5 percent (286,853 individuals) in 2023–24, according to the most recent state data available via the California Department of Education’s DataQuest. For students who identify as Hispanic or Latino, a group that makes up a majority of the public school population, the rate increased from 5.3 percent in 2022–23 to 6.2 percent in 2023–24 — representing 210,800 young people.
National Hispanic Heritage Month, which takes place annually from Sept. 15 to Oct. 15, is a catalyst for school districts and county offices of education to reflect on local trends and practices and employ strategies to best support students and their families.
Census Day, a time when schools determine the total number of students they have enrolled, including the number of students experiencing homelessness, falls within this period, taking place on Oct. 1 this year.
The state’s Homeless Education Technical Assistance Center (HETAC) website has resources available for local educational agencies on how to identify students experiencing homelessness.
The Los Angeles County Office of Education is one of the three COEs that operate the HETEAC network, which assists LEAs in their support of students experiencing homelessness. The HETAC website includes information on relevant state and federal statutes and guidance, trainings and tip sheets, toolkits and a compilation of other resources, such as “You Can Enroll in School” posters, available in multiple languages including Spanish.
Los Angeles COE’s Homeless Education Project Director II Jennifer Kottke explained that there are overarching concerns that counts may be inaccurate due to families’ hesitancy to provide a realistic picture of their living situation amid federal actions around immigration enforcement. CSBA Director-at-Large, Hispanic, Alma Castro, Ed.D., who is also a trustee in Lynwood Unified School District, echoed this point.
“Many families are understandably hesitant to disclose any information including their housing status because they fear being targeted by immigration enforcement. That fear creates barriers to accessing the very support systems meant to protect their children,” Castro said.
Because schools typically serve as a trusted space for families and community members, Castro noted that LEAs can capitalize on that good faith by communicating with families —through various mediums and languages — and explaining why counts occur and what the data is used for, such as securing funding to assist unhoused students. Sharing any relevant policies, like those in place to protect the distribution of student information, could also prove helpful.
Building connections
Due to underemployment or other factors, Kottke said that families can find themselves slipping into “McKinney-Vento homeless status.”
In Los Angeles County, and as demonstrated by state-level data, many Hispanic/Latino students and their families become “temporarily doubled up,” defined by the state as living in a “temporary residence where a homeless family is sharing the housing of other persons due to the loss of housing, economic hardship or other similar reasons.”
Of Hispanic/Latino students who experienced homelessness in 2023–24 in California, 86.4 percent were temporarily doubled up.
Kottke and Castro agree that fostering relationships with families is crucial to finding success in both identification and support for students experiencing homelessness.
In Lynwood USD, located in Los Angeles County, the student population is more than 90 percent Hispanic/Latino, according to state data. Parent centers and parent liaisons are strategies that can be leveraged to build connections and share information with families, Castro explained.
“We know that Latino families may come from diverse educational systems, so it’s vital they know about the resources available through our Parent Center,” she said of the local initiative, which provides information on a variety of subjects, including education rights, community college dual enrollment opportunities (which Castro is particularly passionate about), bilingual and multilingual programming, mental health resources, referrals to community services like mentorship and college preparation, food assistance and more.
The district also started a podcast, “Beyond the Classroom,” in early 2025 to reach parents in both English and Spanish, share resources and build trust.
As California districts are required to designate a homeless liaison, Kottke added that her COE often works with them to provide training and guidance.
“If they’re doing their position well, they will understand the impact of relationship-building and understand the impact of trauma. They’ll also understand the cultural ramifications of really understanding the dynamics that happen,” Kottke said. “We want [liaisons] to build relationships with their families and then that natural identification process [can happen] because the family understands the support systems that actually come through for identification.”
Kottke added that students are highly resilient and amazing scholars, especially when provided the proper academic and social-emotional supports.
Supporting students
Whether through financial investments, its Golden Bell Award-winning Lynwood Job Opportunities for Youth (LJOY) program, STAY program, partnerships with local organizations and clinics to provide wraparound services, efforts to expand community school offerings or providing school counselors and mental health resources, Lynwood USD explores as many avenues as possible to ensure students receive what they need to succeed.
There is no doubt about the social-emotional toll that experiencing homelessness can have on an individual of any age, but it can be especially tough during developmental years. For some Latino families, a stigma remains around discussing mental health, Castro said, but by building awareness and trust, LEAs can encourage families and students to address matters of mental health and tap into resources, such as those available wellness centers.
“We must normalize conversations around mental health and ensure every student, staff member and family knows where to turn for support — because thriving academically begins with feeling safe and supported emotionally,” Castro said. “To ensure students are aware of the services available to them, LEAs should consider sharing this information directly in classrooms, during school events, or through trusted messengers like counselors, mentors and student publications. It should also be included in parent and guardian resource packets to reinforce access and awareness at home.”
